Psychological readiness of the teacher to work in an inclusive space

Abstract

The qualification work presents a theoretical analysis of the problem of teachers' readiness to work with children with special educational needs in both foreign and domestic psychology. The current state of inclusive education in Ukraine and foreign countries, the phenomenon of teachers' readiness for professional activity in the conditions of inclusion and its essence are considered, the structure of psychological readiness for pedagogical activity in an inclusive space and its indicators are described.